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A Practice Teaching Portfolio

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A Practice Teaching Portfolio

  1. 1. A PRACTICE TEACHING PORTFOLIO OF EXPERIENCE IN OFF CAMPUS INTERNSHIP TOMBOD INTEGRATED SCHOOL Villasis, Pangasinan OF EMILYN R. RAGASA BACHELOR OF ELEMENTARY EDUCATION SY 2014-2015
  2. 2. Lyceum-Northwestern University COLLEGE OF TEACHER EDUCATION Nancayasan Urdaneta City A PROFESSIONAL STUDENT TEACHING PORTFOLIO Of The Experience and Activities Off-Campus Training TOMBOD INTEGRATED SCHOOL Villasis, Pangasinan ______________________________ In Partial Fulfillment of the Course Requirement for the Subject (PRACTICE TEACHING) Presented to: MRS. REBECCA DIFONTUROM Practicum Adviser Presented by: MS. EMILYN R. RAGASA BEEd 4 March 2015
  3. 3. Republic of the Philippines Lyceum-Northwestern University External Studies Unit CTE Department Urdaneta City APPROVAL SHEET This Practice Teaching Portfolio has been approved and submitted by EMILYN R. RAGASA, in Partial Fulfillment for the Degree of Bachelor of Elementary Education, of the Subject Practice Teaching 2, has been examined and recommended for acceptanceand approval. ______________________ REBECCADIFONTUROM CTE PROGRAMHEAD _________________________ DR. OSCAR C. TADEO Director, L-NU Urdaneta
  4. 4. Table of Contents Cover Page Approval Sheet Table of Contents Acknowledgement Dedication Introduction Personal Educational Philosophy Curriculum Vitae My Alma Mater Brief Description Site of Practice Teaching ○ Tombod Integrated School Examples of Lesson Plan ○ Detailed Lesson Plan ○ Semi-detailed Lesson Plan ○ Brief Lesson Plan Evidences of Community Outreach ○ School Feeding Program ○ Community Clean Up Drive Observation and Evaluation Forms Best Lesson Plan using Creative Strategy with the Complete Set of Materials Learners’ Work and Feedback Brief Synopsis of Professional Readings and References Professional Career Development Plan Attachments ○ Photos ○ Certifications
  5. 5. Acknowledgement Acknowledgements are given to few people who were supportive in completing this portfolio: To the students of Grade V-SpEd at Tombod Integrated School, Grade I-SpEd, Grade II-Regular, Grade IV-Sped, Grade VI-SpEd for allowing me to become part of the family. To my cooperating Teachers Mr. Rommel N. Bascos, Mrs. Sally Fortit Gamboa, for their support, knowledge and guidance during my internship period. To my adviser, Mrs. Rebecca Difonturom for her support and guidance. To my alma mater, Lyceum-Northwestern University- Urdaneta for its pursuit of excellence and as a leading institution in the field of education. To my classmates, co-interns for their help during my stay in Tombod Integrated School. To my parents or family, for their support and love they gave to me.
  6. 6. Dedication I would like to present this writing to my family for giving me all the inspiration and support I need.
  7. 7. INTRODUCTION “The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.”- John Lubbock Welcome to my portfolio. I am Ms. Emilyn R. Ragasa, a student of Lyceum-Northwestern University, Urdaneta City, under the program Bachelor of Elementary Education. I chooseto be a teacher because I want to make a difference. I could have chosena different field where I could serve the society but I think that education is the right field where I could fully realized this goal. I believe that education is the most important asset any one will have, and one asset which has the greatest impact on the personand to everyone around them. While almost every child has the opportunity to gain access the kindergarten and elementary education, not everyone has the chance to be given quality education, especially children with disabilities and exceptionalities. Even though these children are recognized as future models of the community, they continue to be discriminated, misunderstood, and left out by majority. As a future education teacher, I have come to the right place to eliminate the misconception about these children. My experience in off- campus training made me realize that teaching children needs time patience, understanding, compassion, passionand optimism. Teaching is a profession that one cannot be taken for granted, sometimes it is frustrating and exhausting, but these are taken away by just one small smile of the child. I present this portfolio for you to read about my philosophy of teaching and experiences during my Practice Teaching/Off-Campus Training. My goal is to show you my strengths that would make me an effective teacher.
  8. 8. MY EDUCATIONAL PHILOSOPHY Education in a traditional definition is the acquisition of knowledge, development of powers of reasoning and logic, and preparation of oneself for mature life. Educators basically are the people who will provide all the needs and opportunities the pupils to learn, grow and to be mature. When teaching, one must observe many factors evolving around one student’s life, such as hereditary, home environment and the society he/she involves in. These factors will help the teacher to come up what methods and materials that fit the child’s natural inclinations and his/her way of processing knowledge. The teacher’s primary role is to guide, rather than the source of learning, the students in finding answers to themselves, and view mistakes as misconceptions, not the learners weakness. The teacher must also provide student access to hands-on activities, allow them enough space and time to reinforce the lesson for the pupils to discover on their own and where construction of knowledge to happen.  I believe that a true educator must go beyond imparting general knowledge, developing reasoning and thinking skill to his/her students. He/she must know the learning needs of each student, as each student is unique and education is diverse.  I believe in that every student has something to offer, like talent in music and arts, scientific and mathematical inclinations, and even having a positive and caring personality. Therefore every students should be treated equally, and treat each students according to their strengths and needs. Everyone has their own definition of success, thus I will guide them to their success and achievements.  I believe that the success in classroom management lies behind the techniques, consistency and fairness in the part of the teacher.  I believe in group work, because it fosters lifelong skills which are useful in everyday life.  I believe in giving relevant lessons to my pupils or something that are relevant to their lives.
  9. 9.  I believe in getting to know my students – strengths, weaknesses, likes, dislikes so that I will give their individual needs and help them grow.  I believe in positive attitude in classroom.  I believe in teaching through games. Games make students involved in the lesson and enjoy learning.
  10. 10. RESUME EMILYN R. RAGASA Purok 3 Lomboy Villasis, Pangasinan 2427 09052619227 OBJECTIVE I would like to explore the bit of knowledge I posses and try to learn as much as possibleby putting efforts and being committed to my work. EDUCATION Tertiary: Lyceum-Northwestern University, Urdaneta City Bachelor of Elementary Education Nancayasan, Urdaneta City 2014-2015 Secondary: Don Ramon E. Costales Memorial National High School Villasis, Pangasinan 2010-2011 Primary: San Nicolas Elementary School San Nicolas Villasis, Pangasinan 2006-2007 PERSONALDATA December 07, 1994 Purok 3 Lomboy Villasis, Pangasinan 59 5’4” Ilokano, Filipino, English ADDITIONAL INTEREST AND ACTIVITIES 1. Computer Skills 2. Fine Arts 3. Playing Volleyball
  11. 11. MY ALMA MATER
  12. 12. LYCEUM-NORTHWESTERN UNIVERSITY MISSION & PHILOSOPHY The Lyceum-Northwestern University believes that the moral obligation of any institution of learning is to prepare the students into productive professionals and entrepreneurs equipped with the educational modernity, social and spiritual values to face the dynamism of a global community with the context of the regional, national and international setting. VISION A center of academic excellence and research that contributes towards global competitiveness. GOALS AND OBJECTIVES: The Lyceum-Northwestern University endeavors to pursue the following objectives: 1. To provide the student program of studies which are relevant, meaningful and attuned to the times and enriched with the integration of Filipino values. 2. To offer excellent opportunities and provide service in the fields of research, medical and paramedical programs, science, information technology, educaTo provide the student program of studies which are relevant, meaningful and attuned to the times and enriched with the integration of Filipino values.tion, entrepreneurship, law enforcement and vocational and technical programs to the people of Pangasinan and the neighboring provinces through competent and qualified instructors and adequate state-of-the-art facilities in an atmosphere of discipline and values. 3. To provide efficient and practical instruction adapted to the needs of courses offered and state-of-the-art facilities for specialization so that the student may gain experience for the actual practice of what he has learned. 4. To maintain a wholesome and stimulating environment for the student life comparable to that which prevails in progressive institutions of similar kind with intensive training in leadership; emphasis on academic excellence, character building and a firm foundation in liberal education. 5. To establish a meaningful interaction between the students and community by way of community-oriented institutional co curricular activities designed to involved their course of study with a strong sense of community spirit. 6. To foster cultural and artistic expression as necessary component of personal growth and development. 7. To foster social consciousness and greater awareness of the political and socio-economic situation by way of enjoining active involvement in community affairs.
  13. 13. LYCEUM-NORTHWESTERN UNIVERSITY Oh God our Guiding Light Bless our University With loud and triumphant voices We praise thy name with glee Be our Beacon light To our future destiny Thy banners shall wave up high As we travel near or far Refrain: Lyceum-Northwestern University Forever you will be Our Alma Mater dear Lyceum-Northwestern University Forever you will be Our Alma Mater dear Forever we shall be Thy stalwart warriors strong To fight the evil throng We pledge our loyalty to thee
  14. 14. TOMBOD INTEGRATED SCHOOL (Tombod Villasis, Pangasinan) VILLASIS- the Tombod Elementary School of this town will now be known as Tombod Integrated School. The Department of Education (DepEd) has approved its conversion thru a letter of endorsement dated April 27 signed by OIC-Regional Director Teresita M. Velasco. The letter said the “establishment of Tombod Integrated School is effective in the School Year 2012-2013 having satisfactorily met the requirements imposed by DECS Order No. 91-1999 (Guidelines on the Establishment and Operation of Integrated School). It also stated that the local government unit (LGU) of Villasis will provide financial assistance for the construction of buildings, purchase of desks, books, etc. until the national government allocation has been provided. An integrated school is a combination of elementary and secondary schools not operating separately. Teachers are both teaching in the elementary and secondary classes without additional compensation, but have to be trained on teaching integrated classes. The new integrated school was formally launched last September 5 that was attended by Mayor Libradita Go-Abrenica, Vice Mayor Paz Sison-Rafanan and 5th District Board Member Danny C. Uy. The launching was done in three parts- a tree planting, blessing of the school library which was donated by Engr. Hilario F. Mari and Mrs. Julieta M. Arcalas, and the program proper for the launching. The cutting of ribbon for the opening of the school library was done by Mrs. Esperanza Mari (representing her son Engr. Mari) , Mrs.Feliza Ordonez (representing her sister Julita Arcalas), Vice Mayor Paz Sison Rafanan, school teachers headed by school head Analiza
  15. 15. S. Mones and the Barangay Council headed by village chief Mamerto O. Bulatao, Jr. Mayor Abrenica said the municipal government of Villasis is committed to support the new integrated school of the town adding that education is always the primary program of the local government. “Salamat at nagbunga na rin ang efforts ni Kapitan (Bulatao) at ang Principal (Mones) upang maipatayo ang integrated school dito. Sa mga magulang, nabawasan na ang inyong gastusin sa pagpapaaral ng inyong mga anak dahil hindi na sila pupunta sa bayan (Thank you that the efforts of the village head (Bulatao) and Principal (Mones) have paid off. To the parents, your expenses in sending your children to school have been lessened because they will no longer go to the town),” Mayor Abrenica said. Abrenica also urged the parents, teachers and barangay officials to be united and cooperate to further develop the school. Vice Mayor Rafanan said the Sangguniang Bayan members and her office will always give their support. “We are here to give whatever help this institution may need in the future.” She further said a school is the spring board for the development of children and all the assistance from parents, community people and teachers will significantly change the lives of the people. Village head Bulatao thanked all the people who helped in the fruition for the establishment of an integrated school in his village. He thanked Uy, Abono Partylist Chair Rosendo O. So, residents who donated facilities, the school administration, Abrenica, Rafanan and SB members, the barangay officials and the community people for the help in establishing the integrated school. “ I did not waver in following up the establishment of the integrated school in our barangay. I was then batting for the re-opening of the defunct national high school here but Board Member Uy recommended an integrated school,” Bulatao said. He also said, “Dakayo a nagannak, allukuyen yo dagiti annak yo nga ageskwela ditoy. Kayat ko nga maka-produce tayo dagiti estudyante a nasingpet, nalaing ken nagaget nga intay maipannakkel ditoy ili tayo, probinsya ket ti intero a nasyon (To you parents, I urge you to convince your children to study here. I want to see the students of the school as well-behaved, intelligent and industrious who could be our pride in our town, province and the entire nation).” Uy recalled how the plan for the establishment of an integrated school in the barangay started. He said it took more than two years before it came into reality after his constant follow up at the DepED regional office in San Fernando City. “ We have to give credit to Mayor Dita and the members of the SB for their efforts in establishing the integrated school. Let’s give credit also to the teaching force and the barangay officials for their persistence in having an integrated school here in your barangay. Ako ang taga- follow-up lang sa Region I,” Uy said. Uy also donated two units of computers for the school. School head Analiza S. Mones expressed her gratitude to the guests and the benefactors of the school. She said she was lucky that the integrated school was established while she was the administrator of the school. “ I could not fully express how happy I am this moment. To you all, let’s celebrate the many blessings we have already received and to those we have yet to receive in the future,” Mones
  16. 16. said. The launching of the integrated school was also attended by the following school heads: Marilyn Cabarteja (Bacag Central School), Gloria Diego (Lomboy Elementary School) and Nenita Cenizan (Bacag East Elementary School). Tombod Tombod is a barangay of the philippine municipality Villasis in the province Pangasinan in Ilocos Region which is part of the Luzongroup of islands. Tombod belongs to the barangays of Municipality Villasis which are in the outlying area. The municipality Villasis with a population of about 56,668 and its 21 barangays belong to the partly urban areas in the Philippines. While some of the barangays developed modern urban structures, some others, especially those which are seated in the outlying areas, remained rural. By the end of 2007 Tombod had 1,964 residents. Tombod Integrated School teaches students in grades first through tenth in Villasis, Pangasinan of Ilocos (Region I). The school has 12 instructional rooms and 1 non- instructional room, which are all powered by a generator and power grid. With 339 students, class size is around 28 students. Analiza S. Mones is in charge of the school, acting as the school's Principal. For the 2013-14 school years, Tombod had 339 students enrolled. This makes the school a larger school, with 89 more students than the average school and 25 more students than the average school in Villasis. The school has more male students (174) than female students (165) - for every one female student there are 1.1 male students. This is simlar to the average gender breakdown in Villasis, which sees on average 1.1 male students per female.
  17. 17. HISTORY OF TOMBOD According to some of the remaining old folks of this place, Tombod got its name from the very unique nature of the place where in the water surface ground will produce & flowing water. The dialect term for it is “NAUBBOG” and later on reffered to what is now as TOMBOD. During the last war, Japanese time, this place served as the evacuation center, mostly people from the town because of the bamboo trees and other big trees that covered the area’s best suited for hideouts from the enemies. The first elected Barrio Lieutenant was Alfonso Cariage, Sr., then followed by Roman T. Bascos, Sr. The first, established school was in the house of the late Don Felix Bulatao, a well- respected leader in the community. Upon proper presentation and arrangement, the family of the late Don Felix Bulatao agreed to donate one (1) hectare of land. The formal school was constructed in a cogon makeshift. This was during the incumbency of the Mayor Isidro Ibay. One of the pioneer teachers was Faustine Macanas (Raguindin). During the incumbency of Brgy. Capt. Mamerto Bulatao Sr., a Brgy. High School was formally organized and the first batch of teachers were all product of Tombod namely Miss Diminag B. Gamboa, Leonora Ordonez became the new Brgy. Capt. During his incumbency, installation of electric system started and the progress of the community emerged. When the Barangay election was held wherein the highest vote obtained by a candidate became the new Brgy. Captain Mr. Manuel B. Sison, Jr. garnered the highest number of votes, automatically became the youngest Brgy. Captain entire Villasis. During his incumbency a Brgy. Hall was constructed temporarily in a private lot owned by Jorge Gamboa, a prominent resident of the barangay. A multi-purpose was constructed at Tombod Elementary School and it was the first among the entire Elementary School of Villasis. Concrete roads were constructed with the assistance of the Municipal and National Gov’t. Brgy. Captain Carlos D. Bascos. Additional concreting of roads was his priority project, and to the Brgy. Health Center and Tombod Elementary School site. A Daycare class has its own classroom which is jointly supported by the Brgy. Council and Municipal Gov’t. a basketball court was constructed during the administration of SK Chairman Roderick M. Bascos, wherein up to the present spoertfest is being conducted yearly. At present Brgy. Tombod is being administered by Brgy. Captain Mamerto O. Bulatao, Jr., a very young and energetic leader and always emphasized his active Brgy. Kagawads acquired a new air-conditioned Brgy. Patrol taken from the IRA Funds and assistance from District Kagawad Susan Q. Sison. In the year 2008, Tombod Elementary School has a total population of 259 pupils with 11 teachers headed by Mrs. Gloria L. Aruego, Principal III. As of August 2008 the total population of Brgy. Tombod was 1,045 male and 1,043 female or a total of 2,088 with the household/families of 439. This is through the courtesy of the Brgy. Council Members who personally surveyed the data’s in their own district.
  18. 18. EXAMPLES OF LESSON PLAN  DETAILED LESSON PLAN  SEMI-DETAILED LESSON PLAN  BRIEF LESSON PLAN
  19. 19. I. Objectives: At the end of the lesson, pupils should be able to: a. Identify the different types of space figures b. Describe each space figure c. Draw spatial figures. Values: Appreciates God’s Creation I. Subject Matter: Topic: Kinds of Space Figures Reference: Toward Excellence in Math V, pp. 299-301, Grade School Mathematics V, pp. 212-213. Materials: Concrete Materials, projector, chart II. Learning Procedure: Teacher’s Activity Pupils Activity A. Greeting “Good morning class!” B. Preparatory Activities 1. Warm-up Song Square and Circle (2x) Triangle (2x) Rectangle and Oblong (2x) Triangle (2x) 2. Drill “Class, I have here objects on my table. Tell me what the shape of each object is.” “Are you ready class?” “What is the shape of a box?” “Very good!” “What is the shape of the book “You’re right! “What is the shape of the clock?” “Exactly!” C. Developmental Activities 1. Motivation “Class, what can you see around?” “Very Good!” “What else?” “Yes, another?” “You got it!” “Good morning Ma’am!” “Yes Ma’am!” “square” “rectangle” “circle” “trees, seas, heavenly bodies, clouds” “mountain” “volcano”
  20. 20. Teacher’s Activity Pupils Activity Everything that you can see around is God’s creation. “Do you appreciate his creation?” “How?” “Who has another answer?” “What is the shape of the mountain?” 2. Presentation What is a space figure? (Space figure it is a 3 dimensional it has height, width & depth) Vocabulary:  Faces – it is a flat surface  Edges – it is a segment where two faces come together  Vertices – it is a point where two or more edges intersect Study the different kinds of space figures. (Using power point presentation) A. “Class, our next figure this is what we call a cube”. “How many faces does a cube have?” “How about the vertices?” “And how many edges?” “Can you give an example of a cube?” “Yes Ma’am” “Taking care of them” “When God created all these things, he used different shapes like” “triangle” (One student will read the meaning of a space figure) (One student will count it) “6 faces” “8 vertices” “12 edges” (answers may vary)
  21. 21. Teacher’s Activity Pupils’ Activity B. “Class, what do you notice on our next figure?” “Class, our next figure is a triangular prism.” “How many faces does a triangular prism have?” “How about the vertices?” “And how many edges?” “Can you give an example of a triangular prism?” C. “Class, our next figure is a rectangular prism”. “How many faces does a rectangular prism have?” “How about the vertices?” “And how many edges?” “Can you give an example of a rectangular prism? D. “Class, what do you notice on this figure?” “Class, our next figure is a cone.” “How many faces does a triangular prism have?” “How about the vertices?” “And how many edges?” “Can you give an example of a cone?” “looks like a toblerone” (One student will count it) “5 faces” “6 vertices” “9 edges” (answers may vary) (One student will count it) “6 faces” “8 vertices” “12 edges” (answers may vary) (torotot) (One student will count it) “1 circular base” “1 vertex” “no edge” (answers may vary)
  22. 22. Teacher’s Activity Pupils Activity E. “Class, our next figure how it looks like?” “Very Good!” “Class, our next figure is a sphere.” “How many faces does a sphere have?” “How about the vertices?” “And how many edges?” “Can you give an example of a sphere?” F. “Class, what do you notice on this figure?” “Class, our next figure this is what we called cylinder”. “How many faces does a cylinder have?” “How about the vertices?” “And how many edges?” “Can you give an example of a cylinder?” G. “Class, our next figure is a triangular pyramid”. “How many faces does a “ball” “no faces” “no vertex” “no edges” (answers may vary) “looks like a can of corned beef” (One student will count it) “2 circular faces” “no vertex” “no edges” (answers may vary) (One student will count it)
  23. 23. Teacher’s Activity Pupils Activity triangular pyramid have?” “How about the vertices?” “And how many edges?” “Can you give an example of a triangular pyramid? H. “Class, our next figure how it looks like?” “Very Good!” “Class, our next figure is a square pyramid”. “How many faces does a square pyramid have?” “How about the vertices?” “And how many edges?” “Can you give an example of a square pyramid?” I. “Class, our last figure is a rectangular pyramid”. “How many faces does a rectangular pyramid have?” “How about the vertices?” “And how many edges?” “Can you give an example of a rectangular pyramid? 3. Generalization What is a space figure? What are the different kinds of space figure? “4 faces” “4 vertices” “6 edges” (answers may vary) “Egyptian Pyramid” “5 faces” “5 vertices” “8 edges” (answers may vary) (One student will count it) “5 faces” “5 vertices” “8 edges” (answers may vary) “A space figure is a 3 dimensional. Any object that it can hold something.”
  24. 24. Teacher’s Activity Pupils Activity 4. Application Write the number of faces, vertices & edges of the following Space Figures. a) Cube ___ faces ___ vertices ___edges b) Sphere ___faces ___ vertices ___edges c) Cone ___ faces ___ vertices ___edges d) triangular pyramid ___ faces ___ vertices ___edges III. Evaluation A. Identify the following space figures and write the number of faces, vertices and edges of the following space figures. Space Figure Faces Vertices Edges 1. 2. 3.
  25. 25. A. Draw the following spatial figure. 1. Sphere 2. Cylinder 3. Triangular pyramid 4. Cube 5. Square pyramid IV. Assignment Bring ruler, scissor, pencil, cardboard, cartolina and art paper. Prepared by: Emilyn R. Ragasa Checked by: Rommel N. Bascos (Cooperating Teacher) Approved by: Mrs. Analiza S. Mones (Principal II, TIS) Mrs. Rebecca Q. Difonturom (CTE Program Head) 4. 5.
  26. 26. I. Objectives At the end of the lesson, the pupils should be able to: a. read and understand a story about love and caring the pets; b. use a dictionary to get the meaning of words used in a story; c. answer comprehension questions about a story; d. complete a story wheel; e. fill in a thought bubble; f. rate statements in a scale of 0-4; g. write a diary entry; h. distinguish the different sounds of ex-; i. pretend they are pets and write stories about their owners; and j. use context clues. II. Subject Matter Reading: Stray Using a Dictionary Answering Comprehension Questions About a Story Completing a Story Wheel Filling In a Thought Bubble Rating Statements in a Scale of 0-4 Writing Stories About Pet Owners Using Context Clues Reference: New Heights Through Reading 5,pp. 245-257 Materials: paper, dictionary, chart III. Procedure 1. Have the pupils read the introduction and the story “Stray” in “Story Time” on pp.245-249. 2. Let the pupils answer “Word Watch” on pp. 249-250. 3. Ask the pupils to answer comprehension questions about the story in “making Meaning” on p. 250. 4. Have the pupils do activities 1, 2, 3, & 4 of “Fun Links” on pp. 251-253. 5. Let the pupils read the words spelled with ex- with /igz/, /eks/, and /iks/ sounds in “Read, Listen and Speak” on p. 254. 6. Ask the pupils to do “Essay Writing” on p. 254. 7. Discuss “Using Context Clues” in “Plus… Plus” on p. 255. 8. Have the pupils do exercises A and B on pp. 256-257
  27. 27. NOVEMBER 2014 OPENING OF SCHOOL JAMBOREE The TIS Boy scout Junior TIS together with Mr. Rommel N. Bascos & Mr. Ryan Sibayan The Barangay Council the Captain & Kagawads.
  28. 28. DAMATH FESTIVAL CONTEST
  29. 29. DECEMBER 2015 Tombod Integrated School Christmas Party 2015
  30. 30. JANUARY 2015 Villasis Town Fiesta 2015 (Talong Festival) We joined the VTF 2015 Exhibition Game and we are the Over-all Champion. 1. Opening program of VTF2015
  31. 31. 2. Game (Day 1-3)
  32. 32. We won Team Villasis II Volleyball!
  33. 33. 3. Parade
  34. 34. 4. Street dancing competition and Field Demonstration Street dancers of Tombod Inetgrated School and the Field Demonstrators

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